Topic B Problem Solving with Coins and Bills - Syracuse, NY · PDF filestrategies (2.NBT.5) and skip-counting by fives and tens when there are multiple nickels or dimes. ... 12, using

2 G R A D E

New York State Common Core

Mathematics Curriculum

GRADE 2 • MODULE 7

Topic B: Problem Solving with Coins and Bills Date: 1/24/14 7.B.1

© 2014 Common Core, Inc. Some rights reserved. commoncore.org This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.

Topic B

Problem Solving with Coins and Bills 2.NBT.5, 2.MD.8, 2.NBT.2, 2.NBT.6

Focus Standard: 2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties

of operations, and/or the relationship between addition and subtraction.

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using

$ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many

cents do you have?

Instructional Days: 8

Coherence -Links from: G1–M6 Place Value, Comparison, Addition and Subtraction to 100

-Links to: G3–M1 Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10

G3–M2 Place Value and Problem Solving with Units of Measure

In Topic B, students solve problems involving coins and bills. They begin at the concrete level in Lesson 6, using play money to review the different coin values from Grade 1. Beginning with the largest coin value (often the quarter), students count the total value of a group of coins, applying their knowledge of addition strategies (2.NBT.5) and skip-counting by fives and tens when there are multiple nickels or dimes.

Lesson 7 builds upon this foundation as students find the total value of a group of coins in the context of simple addition and subtraction word problem types with the result unknown (2.MD.8). For example, “Carla has 2 dimes, 1 quarter, 1 nickel, and 3 pennies. How many cents does she have?” Likewise, “Carla has 53¢ and gives a dime to her friend. How many cents does she have left?” To solve the add to or take from with result unknown word problem types, students might use the RDW process to draw, write the corresponding number sentence, and write a statement with the solution, just as they have been doing throughout the year with word problems in varied contexts.

Similarly, in Lesson 8, students apply their understanding of place value strategies and skip-counting to find the total value of a group of bills within $100, again in the context of addition and subtraction word problems. As in Lesson 6, students arrange bills from greatest to least, count on to find the total, and write a number sentence to represent the total value of the bills, sometimes adding up to four two-digit numbers. They solve problems such as, “Raja has $85 in his pocket. Two $5 bills fall out. How many dollars are in his pocket now?” or, “If Raja has 6 one dollar bills, 4 ten dollar bills, and 3 five dollar bills, how many dollars does he have?” Students may write number sentences in any number of ways. One student might skip-count mentally and make a ten, thinking 4 tens make 40 and 3 fives make 15 and then writing 40 + 15 + 6 = 40 + 20 + 1 = 61. Another might correctly write 10 + 10 + 10 +10 + 5 + 5 + 5 + 6 = 40 + 15 + 6 = 55 + 6 = 61. Students are encouraged to think flexibly and to apply learned solution strategies.

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Topic B NYS COMMON CORE MATHEMATICS CURRICULUM 2 7



In Lessons 9 and 10, different combinations of coins are manipulated to make the same total value, for example, “Estella has 75¢ to buy a yo-yo. How many different ways could she pay for it?” Seventy-five cents might be recorded with 3 quarters or shown with 2 quarters, 2 dimes, and 5 pennies. Students work cooperatively to explain their reasoning and solution strategies. In Lesson 10, multiple ways are found to represent the same quantity, with the added complexity of using the fewest number of coins (e.g., 67¢ equals 2 quarters, 1 dime, 1 nickel, and 2 pennies.) Students see that just as they changed 10 ones for 1 ten in Modules 4 and 5, they can also change coins of a lesser value for coins of a greater value (e.g., 2 nickels = 1 dime).

Students focus on making change from one dollar in Lessons 11 and 12, using the understanding that $1 has the same value as 100 pennies. In Lesson 11, students learn how to make change from one dollar using counting on, simplifying strategies (e.g., the arrow way), and the relationship between addition and subtraction. They represent the part–whole relationship using a number bond and by writing a number sentence, often using the related addition to solve (e.g., $1 – 45¢ = ____ or 45¢ + ____ = 100¢), as shown at right.

In Lesson 12, students use play money to act out scenarios with a partner. For example, “Michael bought an apple for 45¢. He gave the cashier $1. How much change did he receive?” They focus on making a ten, counting up, and skip-counting with fives and tens to solve. For example, one student might move coins and say, “45, 50, 60, 70, 80, 90, 100,” while another might start by counting up to 50 with pennies and then skip-count by fives. While efficiency is noted, students can make change in a variety of ways.

In the final lesson of Topic B, students solve two-step addition and subtraction word problems with abstract drawings and equations with the unknown in various positions. For example, “Devon found 98¢ in her piggy bank. She counted 1 quarter, 8 pennies, 3 dimes, and some nickels. How many nickels did she find?” After



Topic B NYS COMMON CORE MATHEMATICS CURRICULUM 2 7



making a tape diagram, one student’s first step might involve adding the given coins from greatest to least and skip-counting, while another might bond the quarter with 5 pennies to make the next ten before counting on, as shown above. Students synthesize their understanding of place value, making a ten, and skip-counting strategies to solve a variety of problem types embedded within the two-step problems

A Teaching Sequence Towards Mastery of Problem Solving with Coins and Bills

Objective 1: Recognize the value of coins and count up to find their total value. (Lesson 6)

Objective 2: Solve word problems involving the total value of a group of coins. (Lesson 7)

Objective 3: Solve word problems involving the total value of a group of bills. (Lesson 8)

Objective 4: Solve word problems involving different combinations of coins with the same total value. (Lessons 9)

Objective 5: Use the fewest number of coins to make a given value. (Lessons 10)

Objective 6: Use different strategies to make a dollar or make change from $1. (Lesson 11)

Objective 7: Solve word problems involving different ways to make change from $1. (Lesson 12)

Objective 8: Solve two-step word problems involving dollars or cents with totals within $100 or $1.

(Lesson 13)



Lesson 6 NYS COMMON CORE MATHEMATICS CURRICULUM 2•7

Lesson 6: Recognize the value of coins and count up to find their total value.

Date: 1/24/14 7.B.4

© 2014 Common Core, Inc. Some rights reserved. commoncore.org

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Lesson 6

Objective: Recognize the value of coins and count up to find their total value.

Suggested Lesson Structure

Fluency Practice (11 minutes)

Concept Development (32 minutes)

Application Problem (7 minutes)

Student Debrief (10 minutes)

Total Time (60 minutes)


Grade 2 Core Fluency Differentiated Practice Sets 2.OA.2 (5 minutes)

Decomposition Tree 2.NBT.5 (6 minutes)

Grade 2 Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G2–M7–Lesson 1

Note: During G2–M7–Topic B and for the remainder of the year, each day’s fluency includes an opportunity for review and mastery of the sums and differences with totals through 20 by means of the Core Fluency Practice Sets or Sprints. The process is detailed and Practice Sets are provided in G2–M7–Lesson 1.

Decomposition Tree (6 minutes)

Materials: (S) Decomposition Tree Template

Note: Students are given 90 seconds to decompose a specified amount in as many ways as they can. This fluency allows students to work at their own skill level and decompose amounts in a multitude of ways in a short amount of time

T: (Post a blank Deco Tree.) I’m going to think of a way to break 50 cents into two parts. I know 2 quarters make 50 cents and each quarter is worth 25 cents.

T: Watch me as I track our thinking on this Deco Tree. It is called a Deco Tree because we are decomposing the number at the top. The tree is like a number bond because the sum of the two parts is equal to the whole.






Date: 1/24/14 7.B.5



NOTES ON

MULTIPLE MEANS OF

REPRESENTATION:

Support English language learners by

highlighting the names and values of

the coins. Post a chart with a picture,

the name, and the value of the coins

for reference. Practice saying the

names and the values of the coins with

them. Students who need more

practice can use interactive technology

such as the one found at

http://www.ixl.com/math/grade-

2/names-and-values-of-common-coins.

T: Raise your hand when you have another way to break 50 cents into two parts.

S: 0¢ and 50¢. 40¢ and 10¢. 30¢ and 20¢. 35¢ and 15¢. 4 dimes and 1 dime. 49 pennies and 1 penny. 5 nickels and 5 nickels.

T: (Write each correct student response on the posted Deco Tree.)

T: Great! You are on a roll! Now let’s see what you can do on your own. (Distribute tree template.)

T: You are going to break apart 60¢ on your own tree for 90 seconds. Make as many pairs as you can. GO!

S: (Work for 90 seconds.)

T: Now exchange your tree with your partner and check each other’s work. (Allow students 30–45 seconds to check.)

T: Return each other’s papers. Did you see another way to make 60¢ on your partner’s paper? (Allow students to share for another 30 seconds.)

T: Turn your paper over. Let’s break apart 60¢ for another minute.


Materials: (T) Personal white board, bag with the following play money coins: 4 quarters, 20 nickels, 10 dimes, 10 pennies (S) Personal white board, bag with the following play money coins: 4 quarters, 20 nickels, 10 dimes, 10 pennies

Note: Call students to sit in a circle in the communal area. This Concept Development assumes that students know the names of coins and their values based on lessons taught in Grade 1. If this is not the case, add time in the beginning of the lesson to review the names and values of the coins and omit the Application Problem.

Part 1: Count coins in isolation.

T: Let’s count some money!

T: (Hold up a penny.) This coin is called a…?

S: Penny!

T: What is its value?

S: 1 cent!

T: (Hold up a nickel.) This coin is called a…?

S: Nickel!


S: 5 cents!

T: (Hold up a dime.) This coin is called a…?

S: Dime!


S: 10 cents!

T: (Hold up a quarter.) This coin is called a…?




http://www.ixl.com/math/grade-2/names-and-values-of-common-coins

http://www.ixl.com/math/grade-2/names-and-values-of-common-coins



Date: 1/24/14 7.B.6



S: Quarter!


S: 25 cents!

T: Use your personal boards to write an addition sentence that shows the value of 3 nickels. (Pause.) Tell me the number sentence.

S: 5 + 5 + 5 = 15.

T: What coin do each of the fives represent in your number sentence?

S: A nickel!

T: Let’s do the same with these 3 dimes.

T: Use your personal boards to write an addition sentence showing the value of 3 dimes. (Pause.) Tell me the number sentence.

S: 10 + 10 + 10 = 30.

T: What coin do each of the tens represent in your number sentence?

S: A dime.

T: (Show 3 quarters.) Use your personal boards to write an addition sentence showing the value of 3 quarters. (Pause.) Tell me the number sentence.

S: 25 + 25 + 25 = 75.

T: Let’s look at our number sentences. (Point to 5 + 5 + 5 = 15, 10 + 10 + 10 = 30, and 25 + 25 + 25 = 75.) Each shows the value of 3 coins. Which sentence represents the sum of which coin? Review with your partner.

S: (Share.)

T: Take out 10 nickels. Use skip-counting to find the value of the nickels.

S: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.

T: Combine your nickels with your partner. Together, skip-count to find the value of your nickels.

S: 5, 10, 15 …100.

Support students and listen for misconceptions. Repeat process with dimes.

T: Take out 1 nickel and 5 dimes. Skip-count starting with value of the nickel.

S: 5, 15, 25, 35, 45, 55.

T: Exchange your nickel for a quarter. Skip-count starting with the value of the quarter.

S: 25, 35, 45, 55, 65, 75.

Listen carefully to students as students skip-count by 10 starting from a number other than zero. Provide additional examples as needed to solidify understanding.






Date: 1/24/14 7.B.7



NOTES ON

MULTIPLE MEANS OF

ACTION AND

EXPRESSION:

Challenge above grade level students

by asking them to assist by writing a

few strings of different amounts using

combinations of coins and to provide

equations showing the values of those

amounts.

Part 2: Count mixed groups of coins starting with the largest value coin.

T: (Take 2 dimes and 3 pennies out of your bag and lay them down on a personal board for the students to see.)

T: Turn and talk: What is the total value of my coins?

S: 23 cents!

T: Let’s count the money together. Start with the dimes.

S: 10, 20, 21, 22, 23.

T: Let’s count again. This time start with the pennies.

S: 1, 2, 3, 13, 23.

T: Which was easier? Why?

S: Counting the dimes first. If we count the dimes first, we can count by tens. Then we add the ones.

T: So, it was easier to start with the largest coin value. Let’s try that with the next problem.

T: (Take out 1 quarter, 1 nickel, and 1 penny.) Turn and talk: What is the total value of my coins and how do you know?

S: 25 cents plus 5 more is 30 cents, plus 1 more is 31. The quarter and the nickel make 30, plus the penny is 31.

T: Write a number sentence to show the value of 1 quarter, 1 nickel, and 1 penny.

S: (Write 25 + 5 + 1 = 31.)

T: It’s so much easier to add 5 to 25 than add 25 to 6! That’s why I generally start counting the total value of coins from the largest coin.

Give students time to practice counting mixed groups with the following amounts:

1 quarter, 1 dime, 1 penny

1 quarter, 2 nickels, 1 dime

1 quarter, 2 pennies, 1 dime

1 quarter, 2 dimes, 1 nickel

2 quarters, 2 dimes, 1 nickel

2 quarters, 3 dimes

2 quarters, 5 dimes

Part 3: Count mixed groups of coins by making ten.

T: (Take out 1 quarter, 3 dimes, 1 nickel, and 2 pennies.) Turn and talk: How much money do we have here, and how do you know?

S: 25, 35, 45, 55, 60, 61, 62. 25 cents plus 30 more is 55 cents, plus 5 more is 60, plus 2 more is 62. 25, 30, 40, 50, 60, 61, 62. The quarter and the nickel make 30. Then I add 30 for the dimes to get 60. Then add the pennies: 60 + 2 = 62.

T: Count the value of the coins for me from largest to smallest.

MP.4






Date: 1/24/14 7.B.8



S: 25, 35, 45, 55, 60, 61, 62.

T: Did anyone count a different way?

S: Yes! I added the quarter and nickel first. Then I added the dimes. The pennies were last.

T: You made ten first. Try counting that way.

S: 25, 30, 40, 50, 60, 61, 62.

T: For me, it is easier to make ten first by adding the nickel to the quarter. See if you agree using the following sets of coins. Try finding the total value of the coins by making a ten first and then by not making a ten first.

Write the following amounts on the board:

1 quarter, 2 pennies, 1 nickel, 2 dimes

1 quarter, 1 penny, 3 nickels, 1 dime

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students solve these problems using the RDW approach used for Application Problems.


Note: This Application Problem follows the Concept Development because it provides practice for material taught during the Concept Development.

Sarah is saving money in her piggy bank. So far, she has 3 dimes, 1 quarter, and 8 pennies.

a. How much money does Sarah have?

b. How much more does she need to have a dollar?


Lesson Objective: Recognize the value of coins and count up to find their total value.

The Student Debrief is intended to invite reflection and active processing of the total lesson experience.

Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.

You may choose to use any combination of the questions below to lead the discussion.






Date: 1/24/14 7.B.9



Look at the first page of your Problem Set. Tell your partner about how the coins are laid out in each row. Where did you start counting? Why did you start there? (Some students might count left to right or right to left, save the dimes for last, or count randomly.) Tell your partner your counting path and why it is a good way to find the value of the coins.

Look at the second page. Tell your partner about how the coins are laid out in each box. How is it different from the first page? Which one was the easiest to find the value for? Why?

Did anyone use an addition equation to find the value of the coins? Did skip-counting help you to add faster?

How can we use what we know about sorting to help us find the value of coins? Could we use a table to help us find the value of a group of coins?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students’ understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students.




Lesson 6 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 2•7


Date: 1/24/14 7.B.10



Name Date

Count or add to find the total value of each group of coins.

Write the value.

1.

__________

2.

__________

3.

__________

4.

__________

5.

__________

6.

__________

7.

__________




http://www.google.com/imgres?tbs=sur:fmc&tbm=isch&tbnid=Sao3dnQc6Crj6M:&imgrefurl=http://en.wikipedia.org/wiki/Penny&docid=T20dubCa7EoPBM&imgurl=http://upload.wikimedia.org/wikipedia/commons/b/b8/2005-Penny-Uncirculated-Obverse-cropped.png&w=922&h=946&ei=IJRaUqeKDfG34AOUgIGAAw&zoom=1&iact=rc&page=1&tbnh=199&tbnw=195&start=0&ndsp=11&ved=1t:429,r:0,s:0&tx=136&ty=85&ved=1t:3588,r:0,s:0,i:96








Date: 1/24/14 7.B.11



8.

______________

9.

______________

10.

______________

11.

______________

12.

______________

13.

______________

14.

______________

15.

______________













Lesson 6 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 2•7


Date: 1/24/14 7.B.12



Name Date


1.

______________

2.

_______________

3.

______________

4.

_______________








Lesson 6 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 2•7


Date: 1/24/14 7.B.13



Name Date


Write the value.

1.

__________

2.

__________

3.

__________

4.

__________

5.

__________

6.

__________

7.

__________












Date: 1/24/14 7.B.14



8.

______________

9.

______________

10.

______________

11.

______________

12.

______________

13.

______________

14.

______________

15.

______________















Date: 1/24/14 7.B.15



Lesson 6 Decomposition Tree NYS COMMON CORE MATHEMATICS CURRICULUM 2•7





Lesson 7: Solve word problems involving the total value of a group of coins.

Date: 1/24/14 7.B.16



Lesson 7

Objective: Solve word problems involving the total value of a group of coins.








Skip-Count by $5 and $10 Between 85 and 205 2.NBT.2 (3 minutes)

Sprint: Subtraction Across a Ten 2.OA.2 (9 minutes)

Skip-Count by $5 and $10 Between 85 and 205 (3 minutes)

Materials: (T) 20 ten dollar bills, 10 five dollar bills

Note: Bring students to an area where you can lay the bills on the carpet or central location. Students apply their knowledge of skip-counting by fives and tens to counting bills in preparation for solving word problems with bills in the next lesson.

T: (Lay out $85 in bills so that all the students can see.) What is the total value of the bills?

S: $85.

T: Count in your head as I change the value. (Lay down ten dollar bills to make 95, 105, 115.)

T: What is the total value of the bills now?

S: $115.

T: (Remove ten dollar bills to make 105, 95.) What is the total value of the bills now?

S: $95.

T: (Add more ten dollar bills to make 105, 115, 125, 135, 145, 155, 165, 175, 185.) What is the total value of the bills?

S: $185.

T: (Lay down five dollar bills to make 190, 195, 200.) What is the total value of the bills?

S: $200

Continue to count up and back by 5 and 10, crossing over the hundred and where you notice students






Date: 1/24/14 7.B.17



NOTES ON

MULTIPLE MEANS OF

ACTION AND

EXPRESSION:


by asking them to find other ways to

show the same value (65 cents) as

presented in the Application Problem.

Students can use manipulatives to

show their results or use paper and

pencil to show how many different

combinations of coins can make 65

cents.

NOTES ON

MULTIPLE MEANS OF

REPRESENTATION:

At the beginning of the lesson, support

English language learners by pointing

to visuals of the coins while reading

Problem 1 out loud to the class.

Pictures of quarters, dimes, nickels,

and pennies should have the name of

coin printed clearly so that students

can learn them more quickly. Post the

visuals on the word wall so that

students needing extra support can

refer to them.

struggling.

Sprint: Subtraction Across a Ten (9 minutes)

Materials: (S) Subtraction Across a Ten Sprint

Note: This Sprint gives practice with the grade level fluency of subtracting within 20.


Danny has 2 dimes, 1 quarter, 3 nickels, and 5 pennies.

a. What is the total value of Danny’s coins?

b. Show two different ways that Danny might add to find the total.

Note: The following problem is designed to encourage students to think flexibly when adding coins. While some may order coins from greatest to least and count on, others may skip-count, and still others may look to make a ten. These strategies will be used to problem solve during today’s lesson.


Materials: (T) Play money coins, personal white board (S) Personal white boards

Remind students to use the RDW process when solving word problems with money. Emphasize the importance of re-reading and adjusting.

Read the problem.

Draw and label.

Write number sentences.

Write a statement.

Part 1: Solve a put together with total unknown problem.

Ignacio has 3 dimes and 2 nickels in one pocket and 1 quarter and 7 pennies in another pocket. How much money is in Ignacio’s pockets?






Date: 1/24/14 7.B.18



NOTES ON

MULTIPLE MEANS OF

ENGAGEMENT:

Provide struggling students with the

chance to continue using coin

manipulatives and part–whole

templates for their personal boards.

This provides extra scaffolding to help

them transition to drawing tape

diagrams.

T: What do we do first when we see a word problem?

S: Read it.

T: Yes, let’s read the problem together. (Read aloud.)

T: What can you draw?

S: Two pockets! One pocket with 3 dimes and 2 nickels and another pocket with 1 quarter and 7 pennies.

T: Great! Get going. I’ll give you a minute to draw quietly. When I give the signal, talk to your partner about how your drawing matches the story.

T: (Allow students time to draw. Signal.) Turn and talk: Look at your drawing. What are you trying to find? (See example drawings to the right.)

S: We need to find out how much Ignacio has in both pockets. We need to find the total value of the coins. We need to find the total in Pocket 1 and the total in Pocket 2, then add them.

T: Go ahead and do that. Write a number sentence and statement to match your work. (Pause to allow students time to work.) Explain to your partner how you solved.

S: For the first pocket I just skip-counted by tens, then fives: 10, 20, 30, 35, 40 cents. For the first pocket, I added the 2 nickels first to make ten. And then I added on 3 more tens to get 40 cents. A quarter is 25 cents, and then you can count on 7 cents, so 26, 27, 28, …32 cents in Pocket 2. In the second pocket, I drew a number bond to make a ten, so 25 + 5 is 30, plus 2 is 32 cents.

T: What’s your number sentence?

S: 40 + 32 = 72.

T: And the statement of your solution?

S: Ignacio has 72 cents in his pockets.

T: Yes! Look how we can also represent this problem with a tape diagram. (See image to the right.)

T: Turn and talk. Use part–whole language to describe how your drawing matches mine.

S: Your bar has two parts, and I drew two pockets. We both added the two parts to find the total. Our parts have the same amount of money in them.

T: Exactly! Let’s try a more challenging problem. You’re ready for it!

Repeat the process with the following put together with result unknown problem adjusting the level of support as appropriate for the students:

Tamika has 12 pennies and 2 quarters in her new piggy bank. She puts in 4 nickels, 1 dime, and 4 more pennies. How much money does Tamika have in her piggy bank altogether?

MP.2






Date: 1/24/14 7.B.19



Circulate and support students as they use the RDW process to complete the problem independently. Encourage flexible thinking. Check student drawings and problem-solving strategies.

The following questions may be used to check for student understanding:

What did you draw to show the story?

What number sentence did you write to match your drawing?

Part 2: Solve a two-step word put together with total unknown and take from with result unknown word problem.

On Monday, Reese gives 2 dimes and 3 nickels to her sister. On Tuesday, she gives her sister 1 quarter, 1 dime, and 4 pennies. If Reese started with 94 cents, how much money does she have now?

T: Let’s read the problem together.

T/S: (Read aloud.)

T: What can you draw first?

S: Two groups of coins, one for Monday and one for Tuesday.

T: Great! Get to work. I’ll give you a minute to draw quietly. When I give the signal, talk to your partner about how your drawing matches the story. (Allow students time to draw. See examples to the right.)

T: Turn and talk: Look at your drawing. What are you trying to find?

S: We need to find the total value of all the coins Reese gave to her sister. Then, we need to subtract the total from 94 cents. We need to add the two groups of coins first, but then we need to subtract to see how much she has left.

T: Go ahead and do that. Write a number sentence and statement to match your work. (Pause to allow students time to work.) Explain to your partner how you solved.

S: First, I added the money from Monday and Tuesday. Then, I subtracted 74¢ from 94¢ to get 20¢. I used the make a ten strategy to make it easy. 35 + 39 = 34 + 1 + 39 = 34 + 40 = 74.

T: (Circulate to provide support and check for understanding.)

T: What were your number sentences?

S: First, I added, so 20 + 15 + 25 + 10 + 4 = 74. My second one was 94 – 74 = 20.

T: And statement of your solution?

S: Reese has 74 cents now.

T: Watch how we can also represent this situation with a number bond.


S: Since Reese started with 94 cents, that’s the whole. We know that she gave her sister a total of 74 cents; that’s one part. We know the whole and the part she gave her sister, and we found the part Reese has left.

T: You’re on a roll! Now it’s your turn to solve.






Date: 1/24/14 7.B.20






Lesson Objective: Solve word problems involving the total value of a group of coins.


Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a

partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.


Look at the first problem in the Problem Set. Talk with your partner about how you thought about and counted the pennies. How could you think about the nickels to make it easier to find their value?

How does understanding place value help you to find the value of coins?

Turn and talk. What tool did you use to solve Problem 4, addition, subtraction, or something else?

Explain to your partner using part–whole language how you figured out how much money Ricardo had left in Problem 6. If you used a model or an equation show it to your partner.

How are number bonds and the part–whole tape models the same? How are they different? Are there certain math problems where it is better to use one over the other?






Date: 1/24/14 7.B.21








Lesson 7 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 2•7


Date: 1/24/14 7.B.22








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Name Date

Solve.

1. Grace has 3 dimes, 2 nickels, and 12 pennies. How much money does she have?

2. Lisa has 2 dimes and 4 pennies in one pocket and 4 nickels and 1 quarter in the other pocket. How much money does she have in all?

3. Mamadou found 39 cents in the sofa last week. This week he found 2 nickels, 4 dimes, and 5 pennies. How much money does Mamadou have altogether?






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4. Emanuel had 53 cents. He gave 1 dime and 1 nickel to his brother. How much money does Emanuel have left?

5. There are 2 quarters and 14 pennies in the top drawer of the desk and 7 pennies, 2 nickels, and 1 dime in the bottom drawer. What is the total value of the money in both drawers?

6. Ricardo has 3 quarters, 1 dime, 1 nickel, and 4 pennies. He gave 68 cents to his friend. How much money does Ricardo have left?




NYS COMMON CORE MATHEMATICS CURRICULUM 2•7


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Lesson 7 Exit Ticket

Name Date

Solve.

1. Greg had 1 quarter, 1 dime, and 3 nickels in his pocket. He found 3 nickels on the sidewalk. How much money does Greg have?

2. Robert gave Sandra 1 quarter, 5 nickels, and 2 pennies. Sandra already had 3 pennies and 2 dimes. How much money does Sandra have now?






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Name Date

Solve.

1. Owen has 4 dimes, 3 nickels, and 16 pennies. How much money does he have?

2. Eli found 1 quarter, 1 dime, and 2 pennies in his desk and 16 pennies and 2 dimes in

his backpack. How much money does he have in all?

3. Carrie had 2 dimes, 1 quarter, and 11 pennies in her pocket. Then she bought a soft

pretzel for 35 cents. How much money did Carrie have left?






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4. Ethan had 67 cents. He gave 1 quarter and 6 pennies to his sister. How much money

does Ethan have left?

5. There are 4 dimes and 3 nickels in Susan’s piggy bank. Nevaeh has 17 pennies and 3

nickels in her piggy bank. What is the total value of the money in both piggy banks?

6. Tison had 1 quarter, 4 dimes, 4 nickels, and 5 pennies. He gave 57 cents to his

cousin. How much money does Tison have left?





Lesson 8: Solve word problems involving the total value of a group of bills.

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Lesson 8

Objective: Solve word problems involving the total value of a group of bills.








Sprint: Adding Across a Ten 2.OA.2 (9 minutes)

More and Less 2.NBT.5 (3 minutes)

Sprint: Adding Across a Ten (9 minutes)

Materials: (S) Adding Across a Ten Sprint

Note: This Sprint gives practice with the grade level fluency of adding within 20.

More and Less (3 minutes)

Note: In this activity, students practice adding and subtracting coins. Because the addition of the value of a quarter may still be challenging for some, the use of a signal to invite a choral response is suggested.

T: The value of one dime more than a quarter is…?

S: 35 cents.

T: Give the number sentence using cents as the unit.

S: 25 cents + 10 cents = 35 cents.

T: Wait for the signal. The value of 1 quarter more than 35 cents is…? (Signal when students are ready.)

S: 60 cents!

T: Give the number sentence.


T: The value of 1 quarter more than 60 cents is…?

S: 85 cents.







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NOTES ON

MULTIPLE MEANS OF

ACTION AND

EXPRESSION :

Scaffold the Application Problem for

students who are below grade level as

well as for students with disabilities by

providing them with coins to use.

Work with students one step at a time

while they add up the value of the

coins: “What is the value of a quarter?

2 quarters? 1 dime, 2 dimes, 3 dimes,

4 dimes? Two nickels equal how

much? Let’s add them all up

together.”


T: The value of a dime and nickel more than 85 cents is…?

S: 100 cents. 1 dollar!



Continue to repeat this line of questioning as time permits, restarting at zero after reaching 100 cents.


Kiko’s brother says that he will trade her 2 quarters, 4 dimes, and 2 nickels for a one dollar bill. Is this a fair trade? How do you know?

Note: The following problem affords students the chance to practice ordering coins from greatest to least and then finding the total. It also asks students to make a judgment call based on their solution. The comparison to $1 serves as a bridge to today’s lesson with dollar bills.


Materials: (T) Play money dollar bills (S) Personal white boards

Part 1: Solve a put together with total unknown type problem.

Alyssa has 5 five dollar bills, 12 one dollar bills, and 3 ten dollar bills in her wallet. How much money is in her wallet?


S: Read the whole thing.

T: Yes, let’s read the problem together.

T/S: (Read aloud.)







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S: All the dollar bills. 3 ten dollar bills, 5 five dollar bills, and 12 one dollar bills.

T: Great! I’ll give you about one minute to draw quietly. When I give the signal, talk to your partner about how your drawing (shown on the right) matches the story.


S: I need to find out how much money Alyssa has in her wallet. I need to find the total value of the dollar bills. I need to find the total value of the tens, then fives, then ones. Then, add.

T: Go ahead and do that. Write a number sentence and a statement to match your work. (Pause to allow students time to work.) Explain to your partner how you solved and how your number sentence matches your drawing.

S: I put the money in order from greatest to least. Then, I skip-counted by tens first: 10, 20, 30. Then I added on and skip-counted by fives: 35, 40, 45, 50, 55. Then I added 12 ones, and I got 67. I thought, 10 plus 10 is 20, and 20 plus 10 is 30. Then I counted on each 5, so 35, 40, 45, 50, 55. Then I added on 12 ones.


S: 30 + 25 + 12 = 67. 10 + 10 + 10 + 5 + 5 + 5 + 5 + 5 + 12 = 67.

T: And the statement of your solution?

S: Alyssa has 67 dollars in her wallet.

T: Yes! Look how we can also represent this problem with a tape diagram or number bond (see figure on the right).

T: Turn and talk. Use part–whole language to describe how your drawing matches mine and how it is different than mine.

S: I combined three parts to find the whole thing. We both have question marks for the whole, since we need to find it. I added three parts, too, the ten dollar bills, five dollar bills, and one dollar bills! My drawing was a lot more work!

T: Do both drawings make sense?

S: Yes!

T: Whose might be more efficient?

S: Yours!

T: The important thing is that a drawing makes sense, but as we solve more problems, sometimes we do see more efficient ways to draw.

Part 2: Solve a take from with result unknown type problem.

Silas uses 2 twenty dollar bills, 3 five dollar bills, and 4 one dollar bills on a gift for his aunt. He is going to save the rest. If Silas started with $80, how much will he save?






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NOTES ON

MULTIPLE MEANS OF

REPRESENTATION:

Facilitate English language learners’

ability to talk to a partner by providing

sentence starters:

Silas spent ____ dollars. I know

because ___.

I need to find ___.

I drew ___ to match the story.

I used the ____ strategy to find

how much money Deste has.


T/S: (Read aloud.)

T: Can you draw something? Just answer yes or no.

S: Yes!

T: I’ll give you a minute to draw quietly. (Circulate to support by rereading and repeating the simple questions, “Can you draw something? What can you draw?”)

T: Talk to your partner. What did you draw?

S: I drew the money Silas spent on the gift and a question mark for the money he saved. I drew 2 twenty dollar bills, 3 five dollar bills, and 4 one dollar bills. I started with 80 and made two arms like a number bond with all the money he spent in one part. (See drawing on previous page.)


S: First, I am trying to find out how much Silas spent altogether by adding. I need to find the total value of all the bills. Then, I need to subtract from $80 to see how much he’ll save.

T: Good analysis. Now, write a number sentence and a statement to match your work. (Pause while students work.) Explain to your partner how you solved.

S: First, I added 20 plus 20, which is 40. Then, I skip-counted up by fives, so 45, 50, 55. Then, 4 more is 59 dollars. I wrote 40 + 15 + 4 = ____. Since 15 + 4 is almost 20, I added 40 + 20 to make 60. Then, I subtracted 1 to get 59. After I found the total, $59, I used compensation to subtract. I changed 80 – 59 to 81 – 60, which is $21. To find how much Silas saved, I wrote 59 + ___ = 80. I counted up 21 more using the arrow way.

T: I see many of you wrote two number sentences. First, you found the total Silas spent on the gift. From there, you found out how much he saved. Nice work!

T: How much did Silas save? Tell me in a statement.

S: Silas saved 21 dollars.

T: Some of you also represented this situation with a part–whole model (shown on the right).

T: Use part–whole language to describe how your drawing matches your friend’s.

S: I added up the money in my drawing to get $59, which is one part in your number bond. I drew $80 first, since that was the whole amount Silas started with. I had a question mark, too, for the part he saved.

T: You’ve got it!

MP.2






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Part 3: Solve a compare with smaller unknown type problem.

Deste has 4 ten dollar bills and 6 five dollar bills. She has $25 dollars more than Kirsten. How much money does Kirsten have?


T/S: (Read aloud.)

T: What do we do after we have read?

S: Draw.

T: Great! Get going.

T: Look at your drawing. What are you trying to find? Turn and talk.

S: I’m trying to find out how much money Kirsten has. I’m trying to find out Kirsten’s total money. I know it’s $25 less than Deste’s.

T: Write a number sentence and a statement to match your work. (Pause to allow students time to work.) Explain to your partner how you solved and how your number sentence matches the story.

S: First, I skip-counted in my head by tens and fives to get Deste’s total: 10, 20, 30, 40, 45, 50, …70. I knew that if Deste has $25 more, then Kirsten has $25 less. I subtracted 70 – 25. Then, I added 5 to both numbers and made it an easier problem. (See image below.) I drew a tape diagram, but I wrote ? + 25 = 70. I counted up 5 to 30 and then added on 40 more, so 45 dollars.

T: How much money does Kirsten have? Tell me in a statement.

S: Kirsten has 45 dollars.

T: The words more and less in a word problem can be tricky. Let’s look back at the problem to be sure our drawing matches the story. (Point while working through the problem.)

T: How much money does Deste have?

S: 70 dollars.

T: Does our drawing show that?

S: Yes.

T: Who has more money?

S: Deste!


S: Yes!

T: How much more money does Deste have than Kristen?

S: $25.


S: Yes!

T: Explain to your partner how you know Deste has more than Kristen.

S: Deste has $70, and that’s $25 more than $45. Kirsten’s total should be $25 less than Deste’s total. $45 is $25 less than $70.

T: The tricky thing for me is that the problem says Deste has more, but we subtract to find the amount of money Kristen has!






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Lesson Objective: Solve word problems involving the total value of a group of bills.




Look at Problem 2 on your Problem Set. Talk to your partner about how you thought about the one dollar bills when figuring out how much money Susan had. Did you use what you know about place value to help you?

What strategy did you use in Problem 4 to compare Michael and Tamara’s money? (Number bond, tape diagram, pictures, equations.)

Let’s read Problem 6 together. When it asked how much more money is in her wallet than in her purse, did you think add or subtract? Talk to your partner. (Discuss comparison problems and how not to be tricked by the word more.)

Let’s read Problem 5 together. Talk to your partner. How did your drawing help you know what you were trying to find? (Without a drawing labeled with a question mark for the unknown, students might miss that they are finding what






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Antonio did not put in his bank account.)

Explain to your partner a good way to think about dollars when the problem asks you to count many different bills. How do your organize them so they are easier to count?








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Name Date

Solve.

1. Patrick has 1 ten dollar bill, 2 five dollar bills, and 4 one dollar bills. How much

money does he have?

2. Susan has 2 five dollar bills and 3 ten dollar bills in her purse, and 11 one dollar bills in her pocket. How much money does she have in all?

3. Raja has $60. He gave 1 twenty dollar bill and 3 five dollar bills to his cousin. How

much money does Raja have left?






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4. Michael has 4 ten dollar bills and 7 five dollar bills. He has 3 more ten dollar bills

and 2 more five dollar bills than Tamara. How much money does Tamara have?

5. Antonio had 4 ten dollar bills, 5 five dollar bills, and 16 one dollar bills. He put $70

of that money in his bank account. How much money was not put in his bank

account?

6. Mrs. Clark has 8 five dollar bills and 2 ten dollar bills in her wallet. She has 1

twenty dollar bill and 12 one dollar bills in her purse. How much more money does

she have in her wallet than in her purse?






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Name Date

Solve.

1. Josh had 3 five dollar bills, 2 ten dollar bills, and 7 one dollar bills. He gave Suzy 1

five dollar bill and 2 one dollar bills. How much money does Josh have left?

2. Jeremy has 3 one dollar bills and 1 five dollar bill. Jessica has 2 ten dollar bills and

2 five dollar bills. Sam has 2 ten dollar bills and 4 five dollar bills. How much money

do they have together?






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Name Date

Solve.

1. Mr. Chang has 4 ten dollar bills, 3 five dollar bills, and 6 one dollar bills. How much

money does he have in all?

2. At her yard sale, Danielle got 1 twenty dollar bill and 5 one dollar bills last week.

This week she got 3 ten dollar bills and 3 five dollar bills. What is the total amount

she got for both weeks?

3. Patrick has 2 fewer ten dollar bills than Brenna. Patrick has $64. How much money does Brenna have?






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4. On Saturday, Mary Jo received 5 ten dollar bills, 4 five dollar bills, and 17 one dollar

bills. On Sunday, she received 4 ten dollar bills, 5 five dollar bills, and 15 one dollar

bills. How much more money did Mary Jo receive on Saturday than on Sunday?

5. Alexis has $95. She has 2 more five dollar bills, 5 more one dollar bills, and 2 more

ten dollar bills than Kasai. How much money does Kasai have?

6. Kate had 2 ten dollar bills, 6 five dollar bills, and 21 one dollar bills before she spent

$45 on a new outfit. How much money was not spent?





Lesson 9: Solve word problems involving different combinations of coins with the same total value.

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Lesson 9

Objective: Solve word problems involving different combinations of coins with the same total value.








Grade 2 Core Fluency Differentiated Practice Sets 2.OA.2 (5 minutes)




Note: During G2–M7–Topic B and for the remainder of the year, each day’s fluency includes an opportunity for review and mastery of the sums and differences with totals through 20 by means of the Core Fluency Practice Sets or Sprints. The process is detailed and Practice Sets are provided in G2–M7– Lesson 1.


Materials: (S) Decomposition Tree Template (from G2–M7–Lesson 6)

Note: Students are given 90 seconds to decompose a specified amount in as many ways as they can. This fluency allows students to work at their own skill level and decompose amounts in a multitude of ways in a short amount of time. When decomposing the number a second time, students are more likely to try other representations that they saw on their partner’s paper.

T: (Distribute tree template.)

T: You are going to break apart 75¢ on your Deco Tree for 90 seconds. Do as many problems as you can. Go!


T: Now exchange your tree with your partner and check each other’s work carefully.






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NOTES ON

MULTIPLE MEANS OF

REPRESENTATION:

Comparison problems present a

comprehension challenge to some

students, including English Language

Learners. These students will benefit

from acting out the Application

Problem first. They can then make

connections through drawing and,

finally, with a number sentence.

T: (Allow students 30–45 seconds check.) Return each other’s papers. Did you see another way to make 75¢ on your partner’s paper?

S: (Share for 30 seconds.)



Clark has 3 ten dollar bills and 6 five dollar bills. He has 2 more ten dollar bills and 2 more five dollar bills than Shannon. How much money does Shannon have?

Note: Allow students who are able to work independently and offer guidance to students who need support.


Materials: (T) 1 dime, 3 nickels, 5 pennies, 2 personal white boards (S) Personal white board, bag with the following coins: 4 quarters, 10 nickels, 10 dimes, 10 pennies

Assign partners before beginning instruction.

Part 1: Manipulate different combinations of coins to make the same total value.

T: (Show 1 dime and 5 pennies on one mat and 3 nickels on another mat.)

T: What is the value of the coins on this mat? (Point to the dime and pennies.)

S: 15 cents!

T: What is the value of the coins on this mat? (Point to the nickels.)

S: 15 cents!

T: So, the values are equal?

S: Yes!






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NOTES ON

MULTIPLE MEANS OF

ENGAGEMENT:


to show you 83¢ two ways: using the

least number of coins and using the

greatest number of coins. Ask your

students to explain how they came up

with their solutions and how it is

possible for both solutions to have the

same value.

T: How can that be? The coins are different!

S: That one is 10 cents and 5 more. The other is 5 + 5 + 5, so they are both 15 cents. Three nickels is 15 cents. A dime and 5 pennies is also 15 cents.

T: Aha! So we used different coins to make the same value?

S: Yes!

T: Let’s try that! I will say an amount and you work with your partner to show the amount in two different ways.

T: With your partner, show 28 cents two different ways.

S: (Arrange coins on their mats while discussing with their partners.)

T: How did you make 28 cents?

S: I used a quarter and 3 pennies. My partner used 2 dimes and 8 pennies. I also used a quarter and 3 pennies, but my partner used 2 dimes, 1 nickel, and 3 pennies.

Repeat the above sequence with the following amounts: 56 cents, 75 cents, and 1 dollar.

Part 2: Manipulate different combinations of coins in the context of word problems.

Problem 1: Tony gets 83¢ change back from the cashier at the corner store. What coins might Tony have received?

T: Read the problem to me, everyone.

S: (Read chorally.)

T: Can you draw something?

S: Yes!

T: Do that. (Allow students time to work.)

T: How did you show Tony’s change?

S: I drew 8 dimes and 3 pennies. I made 50¢ using 2 quarters, then added 3 dimes to make 80¢, and then added 3 pennies to make 83¢. I used 3 quarters, 1 nickel, and 3 pennies.

T: Write your coin combinations and the total value below your drawing. If you used 8 dimes and 3 pennies, write that underneath like this. (Model writing the coin combination with the total value on the board, e.g., 8 dimes, 3 pennies = 83 cents.)

T: Now pretend that the cashier has run out of quarters. Draw Tony’s change in another way without using quarters. Write your coin combination and total value below.

S: Mine still works! I traded each of my quarters for 2 dimes and a nickel. Now I have 7 dimes, 2 nickels, and 3 pennies. I didn’t use a quarter before, but this time I used 6 dimes and 4 nickels instead of 7 dimes and 2 nickels to show 80 cents.

Problem 2: Carla has 4 dimes, 1 quarter, and 2 nickels to spend at the snack stand. Peyton has 3 coins, but he has the same amount of money to spend. What coins must Peyton have? How do you know?


MP.6






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S: (Read chorally.)


S: Yes!

T: Time to draw! (Allow students time to work.)

T: What did you draw?

S: 4 dimes, 1 quarter, and 2 nickels. A tape diagram with one part 40 cents, one part 25 cents, and one part 10 cents.

T: What is the value of Carla’s money?

S: 75 cents.

T: Show your partner how you found or can find three coins that make 75¢. (Allow time for sharing.) What coins did Peyton have?

S: 3 quarters.

T: How do you know?

S: We added 25 + 25 + 25 to make 75. We couldn’t make 75¢ with three coins if we used dimes, nickels, or pennies.




Lesson Objective: Solve word problems involving different combinations of coins with the same total value.




Look at your partner’s coin combinations for 26 cents. Did you use the same combinations as your partner? Are there more combinations that you and your partner did not think of?

MP.6






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Look at Problem 2, 35 cents. With your partner, think about how you could make 35 cents using the least number of coins. How could you make 35 cents using the largest number of coins?

Can you think of other math skills we have learned where the same value can be represented in different ways?

With your partner, find all the different coin combinations for 15 cents.








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Name Date

Write another way to make the same total value.

1. 26 cents

2 dimes, 1 nickel, and 1 penny = 26 cents

Another way to make 26 cents:

2. 35 cents

3 dimes and 1 nickel = 35 cents


3. 55 cents

2 quarters and 1 nickel = 55 cents


4. 75 cents

3 quarters = 75 cents







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5. Gretchen has 45 cents to buy a yo-yo. Write two coin combinations she could have

paid with that would equal 45 cents.

6. The cashier gave Joshua 1 quarter, 3 dimes, and 1 nickel. Write two other coin

combinations that would equal the same amount of change.

7. Alex has 4 quarters. Nicole and Caleb have the same amount of money. Write two

other coin combinations that Nicole and Caleb could have.






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Name Date

1. Smith has 88 pennies in his piggy bank. Write two other coin combinations he could

have that would equal the same amount.






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Name Date

Draw coins to show another way to make the same total value.

1. 25 cents

1 dime and 3 nickels = 25 cents


2. 40 cents

4 dimes = 40 cents


3. 60 cents



4. 80 cents








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5. Samantha has 67 cents in her pocket. Write two coin combinations she could have

that would equal the same amount.

6. The store clerk gave Jeremy 2 quarters, 3 nickels, and 4 pennies. Write two other

coin combinations that would equal the same amount of change.

7. Chelsea has 10 dimes. Write two other coin combinations she could have that would

equal the same amount.





Lesson 10: Use the fewest number of coins to make a given value.

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Lesson 10

Objective: Use the fewest number of coins to make a given value.








Grade 2 Core Fluency Differentiated Practice sets 2.OA.2 (5 minutes)






Materials: (S) Decomposition Tree Template (from G2–M7–Lesson 6)

Note: Today, students decompose 95 cents, applying their work from earlier in the topic.


T: You are going to break apart 95¢ on your Deco Tree for 90 seconds. Do as many problems as you can. Go!



T: Return each other’s papers. Did you see another way to make 95¢ on your partner’s paper? (Allow students to share for another 30 seconds.)







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NOTES ON

MULTIPLE MEANS OF

ENGAGEMENT:


students with disabilities and those

who are working below grade level by

providing them with coins.


Andrew, Brett, and Jay all have 1 dollar in change in their pockets. They each have a different combination of coins. What coins might each boy have in his pocket?

Note: This Application Problem provides practice from the previous day’s lesson and includes an extension (showing three combinations rather than two). To differentiate, students may be asked only to show Andrew and Brett’s coins and then talk to a friend to find a different combination that could be Jay’s.


Materials: (S) Personal white board, small plastic bag with 4 quarters, 10 dimes, 10 nickels, and 10 pennies

Assign partners.

Part 1: Find the fewest number of coins.

T: With your partner, show 50 cents in two ways.

S: (Arrange coins on work mats.)

T: Turn and talk with a partner group near you: How did you make 50 cents?

S: I counted 5 dimes 10, 20, 30, 40, 50. I used 2 quarters. 25 + 25 = 50. I used 1 quarter and 5 nickels.

T: If you were giving someone 50 cents, which combination of coins do you think they would rather have?

S: Probably 2 quarters because it’s easy to hold. Two quarters are easier to carry because they’re only 2 coins.

T: It is easier if we carry fewer coins, so when we give someone change we try to give the fewest coins possible.

T: With your partner, show 40 cents with as few coins as possible.

S: (Arrange coins on work mats.)

T: How did you make 40 cents?

S: I used 4 dimes. I used 1 quarter and 3 nickels. I used 1 quarter, 1 dime, and 1 nickel.

T: Which way uses the fewest coins?

S: 1 quarter, 1 dime, and 1 nickel.






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NOTES ON

MULTIPLE MEANS OF

ENGAGEMENT:

English language learners will benefit

throughout the lesson from having

sentence starters to help them talk

with a partner:

I changed (exchanged) ____ for

____.

I added five cents more by using

_____.

I made 30 cents by using _____.

T: What strategies did you use to determine the fewest number of coins?

S: I didn’t use pennies. I used a dime instead of 2 nickels. I tried to use a quarter because it is worth the most.

T: Yes, to use the fewest coins we want to use coins with the greatest possible value.

Part 2: Use the fewest coins by changing coins for higher value coins.

T: This time, everyone count out 35 cents using 3 dimes and 1 nickel.

S: (Count change.)

T: How many coins do you have?

S: 4!

T: Can we exchange to have fewer coins?

S: Yes!

T: Tell your partner: What coins can you exchange so you have fewer coins?

S: 2 dimes and 1 nickel for 1 quarter!

T: Do that!

S: (Exchange coins.)

T: And how many coins do you have on your mat?

S: 2!

T: That is a lot fewer! Can we make any other exchange?

S: No!

T: Now, everyone count out 60 cents using 4 dimes and 4 nickels.

S: (Count change.)

T: How many coins do you have?

S: 8!

T: Look at your coins. Tell your partner any way you can exchange for a coin with a greater value.

S: I can change these 4 nickels for 2 dimes. I can change 2 dimes and 1 nickel for 1 quarter. I have 60 cents; if I put one dime aside I can switch the rest for 2 quarters.

T: Yes. Any time we have 50 cents we can use 2 quarters!

T: How can we change our coins for two quarters?

S: Change 4 dimes and 2 nickels for 2 quarters. Change 4 nickels and 3 dimes for 2 quarters.

T: Make the change.

T: Now how many coins do you have now?






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S: 3!

T: Can we exchange any more coins?

S: No!

T: That means we have shown our value with the fewest number of coins possible.

Part 3: Exploring to use the fewest number of coins for a given total.

T: How can we make 27 cents using the fewest number of coins possible?

S: 1 quarter and 2 pennies.

T: How did you know?

S: Because 27 is 25 and 2 more. A quarter is very close to 27 cents.

T: When we decompose the total into parts, we can get the fewest number of coins quickly by using the coins with the greatest value!

T: What parts can we make with coins of higher value?

S: Twenty-five. Ten. Five.

T: Let’s try another. With your partner, show 60 cents with the fewest number of coins possible by decomposing 60 into as many twenty-fives as you can, and then tens, and then fives.

S: (Make 60 cents.)

T: How did you decompose 60 to show it in coins?

S: I know that 60 is 50 + 10 and 50 is 2 quarters. I know that 60 is 30 + 30, so I made 2 thirties with a quarter and a nickel each. Then I switched the 2 nickels for a dime!

T: What is another way we could have made 60 cents? Turn and talk.

S: Six dimes because 10, 20, 30, 40, 50, 60. Two quarters and 2 nickels because 30 + 30 is 60.

Repeat the above process with the following sequence: 43 cents, 80 cents, and 1 dollar.




Lesson Objective: Use the fewest number of coins to make a given value.


MP.2






Date: 1/24/14 7.B.57





Compare your Problem Set with your partner’s. What coin was used the most when showing an amount with the fewest coins? Why did this happen?

Yesterday, when we showed the same amount in different ways, did you always use the same coins as your partner? (No, there were lots of combinations.) Why did this happen?

When you want to use the fewest possible coins, what is a good strategy to use?

Look at Problem 8 on your Problem Set. Talk to your partner about how you thought about 56 cents to figure out how to make it with the least number of coins possible.

Can you think of why you would want to use the fewest number of coins possible? (Because it is more convenient to carry and count. Because it is more efficient.)








Date: 1/24/14 7.B.58



Name Date

1. Kayla showed 30 cents two ways. Circle the way that uses the fewest coins.

a.

b.

What two coins from (a) were changed for one coin in (b)?

_______________________________________________________________

2. Show 20¢ two ways. Use the fewest possible coins on the right below.

Fewest coins:


Fewest coins:






Date: 1/24/14 7.B.59




Fewest coins:


Fewest coins:


Fewest coins:

7. Kayla gave three ways to make 56¢. Circle the correct ways to make 56¢, and star

the way that uses the fewest coins.

a. 2 quarters and 6 pennies

b. 5 dimes, 1 nickel, and 1 penny

c. 4 dimes, 2 nickels, and 1 penny

8. Write a way to make 56¢ that uses the fewest possible amount of coins.






Date: 1/24/14 7.B.60



Name Date

1. Show 36 cents two ways. Use the fewest possible coins on the right below.

Fewest coins:

2. Show 74 cents two ways. Use the fewest possible coins on the right below.

Fewest coins:






Date: 1/24/14 7.B.61



Name Date

1. Tara showed 30 cents two ways. Circle the way that uses the fewest coins.

a.

b.

What coins from (a) were changed for one coin in (b)?

_______________________________________________________________


Fewest coins:


Fewest coins:






Date: 1/24/14 7.B.62




Fewest coins:


Fewest coins:

6. Show $1 two ways. Use the fewest possible coins on the right below.

Fewest coins:

7. Tara made a mistake when asked for two ways to show 91¢. Circle her mistake, and

explain what she did wrong.

3 quarters, 1 dime, 1 nickel, 1 penny

Fewest coins:

9 dimes, 1 penny

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________





Lesson 11: Use different strategies to make $1 or make change from $1.

Date: 1/24/14 7.B.63



Lesson 11

Objective: Use different strategies to make $1 or make change from $1.








Sprint: Subtraction from Teens 2.OA.2 (9 minutes)

Coin Exchange 2.NBT.5 (3 minutes)

Sprint: Subtraction from Teens (9 minutes)

Materials: (S) Subtraction from Teens Sprint

Note: Students practice subtraction from teens in order to gain mastery of the sums and differences within 20.

Coin Exchange (3 minutes)

Materials: (S) Personal white boards

Note: In this activity, students review G2–M7–Lesson 10 by exchanging change combinations for the fewest coins.

T: I have 2 dimes and a nickel. How much do I have?

S: 25 cents.

T: On your boards, show me at least one more way to make the same amount.

T: (Allow students time to work.) Show me your boards. (Review their boards.)


S: 1 quarter.

T: I have 4 dimes and 2 nickels. How much do I have?

S: 50 cents.

T: On your boards, show me at least one more way to






Date: 1/24/14 7.B.64



NOTES ON

MULTIPLE MEANS OF

ENGAGEMENT:


English language learners by giving

them coins. They can use the

manipulatives to solve and share their

solution.

make the same amount.


S: 2 quarters.

Continue with the following possible sequence: 7 nickels, 6 dimes, 7 nickels, and 2 dimes.


Tracy has 85 cents in her change purse. She has 4 coins. Which coins are they?

How much more money will Tracy need if she wants to buy a bouncy ball for $1?

Note: The purpose of this Application Problem is twofold. First, it reviews the concept of representing a quantity using the fewest number of coins. Second, it serves as a bridge to today’s lesson about making change from $1.


Materials: (T) Various coins, dollar bill (S) Personal white boards

Part 1: Make a dollar from a given amount.

T: I have 35 cents in my hand. (Show 1 quarter and 1 dime.)

T: How much more do I need to have 100 cents or a dollar? Talk to your partner.

S: You can add a nickel, which will be 40 cents. Then, add another dime, to make 50, and then add 2 quarters, because that’s another 50. You can add 5 to make a ten, then add on 60. So, you need 65 cents more. You can subtract 35 from a hundred. 100 – 30 is 70, 70 – 5 is 65.

T: I can write a number sentence like this: 35¢ + ____ = 100¢. Then, I can solve by counting up with coins (as shown at right).

T: So, 35 cents plus what equals 100 cents?

S: 65 cents!

T: Can I also write a number sentence like this? (Write 35 + ____ = 100 on the board.)

S: Yes, 100 cents is just shown as the number 100. We know that we are talking about cents. One dollar can be the whole, too. We’re counting up to a dollar. That is the same as 100 cents or just a hundred.

T: (Hold up a dollar bill.) I have a dollar in my hand in change. What do you know about change?

MP.1






Date: 1/24/14 7.B.65



S: It’s the money you get back at the store. If you buy something and it costs less than what you give the cashier, you get change. If you buy a something for 50 cents, but you only have a dollar, you’ll get change.

T: Yes. The cashier takes your money and keeps the part to pay for your things. She gives you back the part that is left over. The left over money is your change.

T: Now that you know about change, let’s solve a problem where we make change from a dollar.

T: I’ll give Student A 28 cents (count out a quarter and 3 pennies). On your personal boards, write a number sentence to represent how much I have left. For now, let’s represent $1 as either 100 or 100 cents so that all our units are the same. (Pause.)

T: Show me.

S: (Show 100¢ – 28¢ = ____. 28¢ + _____ = 100¢. 100 – 28 = ____. 100 cents – 28 cents = ____.)

T: Which of your suggestions uses addition to find the missing part?

S: 28¢ + _____ = 100¢.

T: Solve using the arrow way to add on or count up (as shown on right). Then, share your work with a partner.

T: How much will I have left?

S: 72 cents!

T: Yes! Let’s check this by counting up. Start with 28 cents. Let’s add the dimes, then the pennies: 38, 48, 58, 68, 78, 88, 98, 99, 100. What do we have now?

S: A dollar!

T: Let’s try some more problems with making change from a dollar.

Part 2: Make change from a dollar.

T: I’m holding some coins in my hand. (Hide 83 cents in hand.)

T: Student B has 1 dime, 1 nickel, and 2 pennies in her hand. What is the value of her coins?

S: 17 cents.

T: Together, we have $1. Talk to your partner. How much money is hiding in my hand? Use part–whole language as you talk.

S: I know that one part is hiding and the other part is 17¢. I know that $1 is the whole. I know that if 17¢ is one part, I can add another part to make $1.

T: On your personal boards, draw a number bond to show what you know. (See figure to the right.)

T: We agree that the whole is $1, and one part is 17¢. Now, write an equation from the number bond. (Provide work time.) Show me.

S: (17 + ____ = 100. 100¢ – 17¢ = ___.)

T: Let’s see if you were right! (Open hand for students to count coins.) I’m holding 3 dimes, 2 quarters, 3 pennies. Draw it on your boards, find the total, and circle your answer. (Provide work time.) Show me.






Date: 1/24/14 7.B.66



NOTES ON

MULTIPLE MEANS OF

ACTION AND

EXPRESSION:

Challenge students who are

performing above grade level to write

their own word problems to

contextualize the numbers and

operations in the lesson. Encourage

students to swap and share their word

problems with other students or with

the class.

S: (Show 83 cents.)

T: If I had a dollar, and I wanted to buy something that cost 83 cents, how much change should I receive?

S: 17 cents!

T: Turn and talk. What coins would I probably get?

S: A dime, a nickel, and 2 pennies. Three nickels and 2 pennies.

T: Let’s try another situation. Yesterday, I had $1 in coins, and then I spent some on some candy. The cashier gave me 66¢ in change. (Count on with 2 quarters, 1 dime, 1 nickel, 1 penny.) How much did I spend?


S: Yes!

T: Do that.

T: (Provide work time.) Turn and talk: Look at your drawing. What are you trying to find?

S: We need to find out how much the candy cost. We have the whole and a part. We need to find the missing part.

T: Write a number sentence and statement to match your work. (Pause while students work.) Explain to your partner how you solved.

S: I drew 66¢. Then I added 4 pennies to make 70. Then I added a quarter and a nickel to make $1. I drew a tape diagram. Then I subtracted 66¢ from 100¢. I drew a number bond with 66¢ in one part and a question mark in the other part. I put $1 in the whole.

T: I see a couple of different number sentences. Let’s share them.

S: 100 – ____ = 66. 66¢ + ____ = 100¢. 100 cents – 66 cents = ____ cents. ____ + 66 cents = 1 dollar.

T: So, the answer is…?

S: 34 cents!

T: These are the coins the cashier kept. (Show a quarter, a nickel, and 4 pennies.) Turn and talk. Count up from 66 to see if together they make a dollar.

S: Sixty-six plus 4 makes 70, and then a nickel makes 75, and then another quarter makes a dollar. Sixty-six and 4 make 70, plus 25 is 95, and then another nickel makes a dollar.

T: Does 34¢ + 66¢ = 100¢?

S: Yes!

T: And, is 100 cents equal to a dollar?

S: Yes!

T: I think you’re ready to work through a few problems with a partner.






Date: 1/24/14 7.B.67



Part 3: Choose your own strategy to solve.

Instruct partners to solve the following problems on their personal boards:

100 – 45 = ____

100¢ – 29¢ = ____

____ + 72 cents = 100 cents

Then, instruct students to explain their solution strategies to a partner. Circulate and listen in on student conversations to check for understanding. Then, invite students to complete the Problem Set independently.




Lesson Objective: Use different strategies to make $1 or make change from $1.




Look at your Problem Set and compare your coin choices with your partner’s when you solved each problem the arrow way. Did you make the same coin choices as your partner? Is one of your ways easier to get to $1?

When we are using the arrow way, are friendly numbers important? Show your partner one problem on your Problem Set where you used a friendly number.






Date: 1/24/14 7.B.68



Look at the second page of the Problem Set. Explain to your partner the strategy you used to figure out the two parts that made $1.

Look at the second page of the Problem Set. Point to where you see the $1 in each money equation. Use part–whole language to tell your partner about each part of the money equation.

Explain to your partner how you would think about the two parts that make a dollar as an addition problem. How would you think about it as a subtraction problem?








Date: 1/24/14 7.B.69








Date: 1/24/14 7.B.70








Date: 1/24/14 7.B.71



Name Date

1. Count up using the arrow way to complete each number sentence. Then use your coins to show your answers are correct.

a. 45¢ + ________ = 100¢ b. 15¢ + _______ = 100¢

45 ____ 100

c. 57¢ + ________ = 100¢ d. ________ + 71 = 100

2. Solve using the arrow way and a number bond.

a. 79¢ + ________ = 100¢

b. 64¢ + ________ = 100¢

c. 100¢ – 30¢ = _______

+5 +____

$1

79¢






Date: 1/24/14 7.B.72



3. Solve.

a. _______ + 33¢ = 100¢

b. 100¢ – 55¢ = ________

c. 100¢ – 28¢ = ________

d. 100¢ – 43¢ = ________

e. 100¢ – 19¢ = ___________

$1

? 33¢





Date: 1/24/14 7.B.73




Name Date

Solve.

1. 100¢ – 46¢ = ________

2. _______ + 64¢ = 100¢

3. _______ + 13 cents = 100 cents






Date: 1/24/14 7.B.74



Name Date

1. Count up using the arrow way to complete each number sentence. Then use coins to check your answers, if possible.

a. 25¢ + ________ = 100¢ b. 45¢ + _______ = 100¢

25 ____ 100

c. 62¢ + ________ = 100¢ d. ________ + 79 = 100

2. Solve using the arrow way and a number bond.

a. 19¢ + ________ = 100¢

b. 77¢ + ________ = 100¢

c. 100 – 53 = _______

+5 +____

$1

19¢






Date: 1/24/14 7.B.75



3. Solve.

a. _______ + 38¢ = 100¢

b. 100¢ – 65¢ = ________

c. 100 – 41 = ________

d. 100¢ – 27¢ = ________

e. 100¢ – 14¢ = ___________





Lesson 12: Solve word problems involving different ways to make change from $1.

Date: 1/24/14 7.B.76



Lesson 12

Objective: Solve word problems involving different ways to make change from $1.








Sprint: Adding Across a Ten 2.OA.2 (9 minutes)

Making $1 2.NBT.5 (3 minutes)

Sprint: Adding Across a Ten (9 minutes)

Materials: (S) Adding Across a Ten Sprint

Note: This Sprint gives practice with the grade level fluency of adding within 20.

Making $1 (3 minutes)

Note: Students review making $1 by counting up with change unknown problems as review of previous lesson concepts.

T: (Post 45 cents + ______ = 100 cents.) Read the problem. How many cents are in $1?

S: 100 cents.

T: I have 45 cents. What is the next ten cents I can make?

S: 50 cents.

T: 45 cents needs how much more to make 50 cents?

S: 5 cents.

T: 50 cents need how much more to make 100 cents?

S: 50 cents.

T: 45 cents and what make 1 dollar?

S: 55 cents.






Date: 1/24/14 7.B.77



NOTES ON

MULTIPLE MEANS OF

ENGAGEMENT:


students with disabilities and those

who are still having difficulties with

part–whole relationships by providing

a number bond template and helping

them fill it out: “Is 24 cents a part or

the whole? How many pennies equal

$1?”

Continue with the following possible sequence: 28 cents, 73 cents, and 14 cents.


T: We can write 100 cents as $1 in our number sentence.

Richie has 24 cents. How much more money does he need to make $1?

Note: This add to with change unknown type problem serves as a bridge from yesterday’s lesson, where students used simplifying strategies to make change from $1 but always represented the dollar as 100 cents within number sentences. Use this problem as a chance to introduce that students may write $1 – 24¢ = ___ or 24¢ + ___ = $1.


Materials: (T) Chart with problem-solving steps (S) Personal white boards

Part 1: Solve a take from with result unknown type problem.

Shay buys a balloon for 57 cents. She hands the cashier 1 dollar. How much change will she receive?

T: What do we do first?

S: Read the problem.


T/S: (Read aloud.)

T: I’ll give you a minute to draw quietly. When I give the signal, talk to your partner about how your drawing (as shown) matches the story. (Signal.)

S: Since 57 cents is part of 1 dollar, I drew a number bond. (See figure at right). I drew a tape diagram with the total and a part. The question mark will be for the change.

T: Look at your drawing. What are you trying to find?

S: I am trying to find out how much change Shay will get back.

T: Go ahead and do that. Write a number sentence and statement to match your work. (Pause while students work.) Explain to your partner how you solved the problem.

S: I thought of the related addition: 57¢ + ____ = $1. Then, I used the arrow way to count on. (See figure above). I wrote 100 – 57 = ____. I took away 1 from both numbers to make it easier to






Date: 1/24/14 7.B.78



NOTES ON

MULTIPLE MEANS OF

EXPRESSION:

Support your English language

learners’ language growth as well as

their mathematical learning by using

their background knowledge. For

instance, for native Spanish speakers,

connect the English words quarter,

part, and whole with the Spanish

cuarto, parte, and todo.

solve without renaming, so 99 – 56 = 43.

T: What’s the statement of your solution?

S: Shay receives 43 cents in change.

T: Reread the problem to yourself. Does your answer make sense? How do you know?

S: Yes, because if I add the cost of the balloon and the change, I get 100 cents. My answer makes sense, because 57 + 43 = 100. 57¢ + 43¢ = $1. I wrote it our new way we learned today and it’s true because a dollar is the same as 100 cents.

T: That’s right! I think you’re ready for a challenge. Here we go….

Part 2: Solve a take from with change unknown type problem.

Jamie buys a baseball card. He gives the cashier 1 dollar. Jamie gets 2 dimes, 1 quarter, and 1 penny in change. How much did Jamie’s baseball card cost?

T: What do we do first?

S: Read the problem.


T/S: (Read aloud.)

T: I’ll give you a minute to draw quietly. When I give the signal, talk to your partner about how your drawing matches the story. (See figure at right.)

T: I drew Jamie’s change: 2 dimes, 1 quarter, and 1 penny. (See figure at right.) I drew a part–whole model, since I know $1 is the total. I drew a number bond. I know that Jamie’s change is one part, so the baseball card is the question mark.


S: I am trying to find the cost of Jamie’s baseball card. I’m trying to add something to 46 cents to make one dollar. I’m trying to subtract from $1 to find how much the baseball card costs.

T: Write a number sentence and a statement to match your work. (Pause while students work.) Explain to your partner how you solved.

S: First, I added, 25 + 10 = 35. 35 + 10 = 45, plus 1 more equals 46. I added the quarter, then the two dimes, and then the penny. I wrote 25 + 20 + 1 = 46. 25 + 20 is 45; then 1 more is 46. After I added, I subtracted 100 – 46, to get the other part. I took one away from both numbers to make it a simpler problem, so 99 – 45 = 54. I thought of addition: 46 + ____ = 100. Then,

MP.1






Date: 1/24/14 7.B.79



I used the arrow way to count on.

T: What’s the statement of your solution?

T: Jamie’s baseball card costs 54 cents.

T: Reread the problem to yourself. Does your answer make sense? How do you know?

S: Yes, because if I add Jamie’s change to the cost of the baseball card it equals $1. My answer makes sense, because 46¢ + 54¢ = $1.

T: Yes! Now, work through this next one, and discuss it with a partner.

Part 3: Solve a multi-step take from with result unknown type problem.

Penelope wants to buy a toy whistle that costs $1. She has 15 pennies, 2 nickels, 2 dimes, and 1 quarter. How much more money does Penelope need to buy the whistle?

Bonus: If Penelope’s brother gives her the rest of the money to buy the whistle, what different combinations of coins might he give her?

T: Follow these steps with your partner. (Read and post steps.)

Read the problem.

Draw a picture or model.

Write a number sentence and statement to match your work.

Reread the problem. Check to see if your answer makes sense.

T: (Circulate and provide support as needed.)

T: So, how much more money does Penelope need to buy the whistle? Make a statement.

S: Penelope needs 30 more cents to buy the whistle.

T: I saw you working hard on that bonus question. Which combinations of coins might Penelope’s brother give her?

S: 1 quarter and 1 nickel. 3 dimes. 10 pennies and 2 dimes.

T: Nice work! Off to the Problem Set.




Lesson Objective: Solve word problems involving different ways to make change from $1.


Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can

MP.1






Date: 1/24/14 7.B.80



be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson.


What is another way we can think about $1? (As 100¢.)

Look at your Problem Set. In each problem there are cents and 1 dollar. Talk to your partner about how these units are the same. How are these units different?

Look at Problem 2, where Abby is buying a banana. (Write $1 – 35¢ = ___ on the board.) Did anyone use a subtraction sentence like this one with their model? Talk to your partner about why we can take 35 cents away from 1 dollar.

When you think about trading $1 for 100¢ does it remind you about what you know about place value and changing units in a place value chart?

Look at Problem 5 on the Problem Set. How many problems did you have to solve to find the answer?







Date: 1/24/14 7.B.81








Date: 1/24/14 7.B.82








Date: 1/24/14 7.B.83




Name Date

Solve using the arrow way, a number bond, or a tape diagram.

1. Jeremy had 80 cents. How much more money does he need to have $1?

2. Abby bought a banana for 35 cents. She gave the cashier $1. How much change did

she receive?

3. Joseph spent 75 cents of his dollar at the arcade. How much money does he have

left?





Date: 1/24/14 7.B.84




4. The notepad Elise wants costs $1. She has 4 dimes and 3 nickels. How much more

money does she need to buy the notepad?

5. Dane saved 26 cents on Friday and 35 cents on Monday. How much more money will

he need to save to have saved $1?

6. Daniel had exactly $1 in change. He lost 6 dimes and 3 pennies. What coins might

he have left?





Date: 1/24/14 7.B.85




Name Date


1. Jacob bought a piece of gum for 26 cents and a newspaper for 61 cents. He gave

the cashier $1. How much money did he get back?






Date: 1/24/14 7.B.86



Name Date


1. Kevin had 100 cents. He spent 3 dimes, 3 nickels, and 4 pennies on a balloon. How

much money does he have left?

2. Colin bought a postcard for 45 cents. He gave the cashier $1. How much change did

he receive?

3. Eileen spent 75 cents of her dollar at the market. How much money does she have

left?






Date: 1/24/14 7.B.87



4. The puzzle Casey wants costs $1. She has 6 nickels, 1 dime, and 11 pennies. How

much more money does she need to buy the puzzle?

5. Garret found 19 cents in the sofa and 34 cents under his bed. How much more

money will he need to find to have $1?

6. Kelly has 38 fewer cents than Molly. Molly has $1. How much money does Kelly

have?

7. Mario has 41 more cents than Ryan. Mario has $1. How much money does Ryan

have?





Lesson 13: Solve two-step word problems involving dollars or cents with totals within $100 or $1.

Date: 1/24/14

7.B.88



Lesson 13

Objective: Solve two-step word problems involving dollars or cents with totals within $100 or $1.








Grade 2 Core Fluency Differentiated Practice sheets 2.OA.2 (5 minutes)






Materials: (S) Decomposition Tree Template

Note: Students are given 90 seconds to decompose a dollar.


T: You are going to break apart $1 on your Deco Tree for 90 seconds. Do as many problems as you can. Go!



T: Return each other’s papers. Did you see another way to make $1 on your partner’s paper? (Allow students to share for another 30 seconds.)






Date: 1/24/14

7.B.89



NOTES ON

MULTIPLE MEANS OF

ACTION AND

EXPRESSION:

Support students with disabilities and

those who are performing below grade

level by talking them through the

Application Problem one step at a

time: “How much money did Dante put

in the jar? How much does he have

now? Are nickels and cents the same

unit? Can we add or subtract different

units? What can we do to make them

the same unit so that we can solve the

problem?” And, if necessary, “What is

the value of 8 nickels?”

T: Turn your paper over. Let’s break apart $1 for another minute.


Dante had some money in a jar. He puts 8 nickels into the jar. Now he has 100 cents. How much money was in the jar at first?

Note: In this add to with start unknown problem, students must pay close attention to the question, as they may incorrectly jump to the conclusion that they should subtract 100 – 8. Ask questions that guide students towards seeing that 100 cents equals 20 nickels, or guide them towards calculating the value of 8 nickels, and subtracting that from 100.


Materials: (T) Document camera (if available) (S) Personal white boards

Part 1: Solve an add to with change unknown type problem.

Gary has 2 dimes, 5 nickels, and 13 pennies. His brother gives him one more coin. Now he has 68 cents. What coin did his brother give him?


S: Read it.


T/S: (Read aloud.)


S: Gary’s coins. We can draw 2 dimes, 5 nickels, 13 pennies, and a question mark coin. A tape diagram.

T: Great! Do it. (Pause while students draw.)


S: The value of the coin Gary’s brother gave him. We need to find the value of the question mark coin.

T: Go ahead and do that. Write a number sentence and statement to match your work. (Allow students time to work.) Explain to your partner how you solved the problem.






Date: 1/24/14

7.B.90



NOTES ON

MULTIPLE MEANS OF

ACTION AND

EXPRESSION:

At times, students can discuss what

they will draw before drawing. At

other times, they might go ahead and

draw. Use professional judgment to

adapt to varying circumstances.

S: I skip-counted by tens, then fives, then ones: 10, 20, 25, 30, 35, 40, 45, 46, …58. Then, I counted 10 more to get to 68. First, I found the value of the dimes, nickels, and pennies. 20 + 25 + 13 = 58. I know 68 is 10 more than 58, so the coin is a dime. First, I counted up the coins I know and got 58¢. 68¢ – 58¢ = 10¢.

T: What was the value of Gary’s money before his brother gave him a coin?

S: 58¢.


S: 58¢ + ___ = 68¢. 68¢ – 58¢ = 10¢.

T: And, what is the statement of your solution?

S: Gary’s brother gave him a dime.

T: Yes! Look how we can also represent this problem with a number bond (pictured above to the right).


S: My tape diagram shows two parts and a whole. Your diagram shows each coin as a different part. That’s how I added to find the value of Gary’s coins.

T: Great work! Let’s do another one.

Part 2: Solve a two-step problem.

Hailey bought a pretzel stick for a dime and a nickel. She also bought a juice box for 18 cents more than the pretzel stick. How much did she spend on the pretzel and juice box?


S: Read it.


T/S: (Read aloud.)


S: The juice box and pretzel stick. I’m going to write how much they cost, too. A tape diagram for both.

T: Go ahead and draw. (Pause while students draw.)


S: How much Hailey spent on the pretzel and juice box. First, you need to know how much the juice box cost.

T: Go ahead and do that. Write a number sentence and statement to match your work. (Allow students time to work.) Explain to your partner how you solved.






Date: 1/24/14

7.B.91



S: I made two tape diagrams that were the same size. Then, I made the juice box tape diagram longer to show the extra 18¢. I added 15¢ + 18¢ = 33¢ to find out the cost of the juice box. To find the total, I added 30 + 10 + 3 + 5 = 48.

T: How much did the juice box cost?

S: 33 cents!

T: What’s your number sentence to find the total?

S: 15¢ + 33¢ = 48¢.


S: Hailey spent 48¢ on the pretzel and juice.

T: Terrific! Let’s work on one more problem together.

Part 3: Solve a take from with start unknown type problem.

Wendell bought a game at the store for $16. He had 2 five dollar bills and 4 one dollar bills left over. How much money did he have before buying the game?


S: (Read chorally.)


S: Yes!

T: Do that. (Provide work time.)


S: The amount of money he had before he bought the game. We need to find the value of his change to know.

T: Go ahead and do that. Write a number sentence and statement to match your work. (Allow students time to work.) Explain to your partner how you solved.

S: First, I drew Wendell’s bills and counted by fives and ones. He got $14 in change. I drew a number bond. The cost of the game is one part and the change is the other part. I made 16 + 14 into 10 + 10 + 6 + 4. That’s 3 tens, or 30. I added $16 + $10 + $4 = $30.

T: What was the value of Wendell’s change?

S: $14.


S: $16 + $14 = $30.


S: Wendell had $30 at first.

T: Great. You’re now ready to work on the Problem Set. Remember the strategies we have been practicing.

MP.1






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Lesson Objective: Solve two-step word problems involving dollars or cents with totals within $100 or $1.




Before you begin solving a word problem what are some things you should think about? (What type of models to use, whether there is more than one part to the problem, what operations to use, and what strategies I can use to help me.)

Look at Problem 1 of your Problem Set. Could skip-counting help you solve one part of the problem quickly?

Look at Problem 2. Tell your partner what you did first. Take your partner through your entire solution path.

Talk to your partner about the models you used to solve word problems today. Share with your partner how you used a model on your Problem Set.

Share your strategy for figuring out the coins Akio found in his pocket.






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Name Date

Solve with a tape diagram and number sentence.

1. Josephine has 3 nickels, 4 dimes, and 12 pennies. Her mother gives her 1 coin. Now

Josephine has 92 cents. What coin did her mother give her?

2. Christopher has 3 ten dollar bills, 3 five dollar bills, and 12 one dollar bills. Jenny

has $19 more than Christopher. How much money does Jenny have?

3. Isaiah started with 2 twenty dollar bills, 4 ten dollar bills, 1 five dollar bill, and 7

one dollar bills. He spent 73 dollars on clothes. How much money did he have left?





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4. Jackie bought a sweater at the store for $42. She had 3 five dollar bills and 6 one

dollar bills left over. How much money did she have before buying the sweater?

5. Akio found 18 cents in his pocket. He found 6 more coins in his other pocket.

Altogether he has 73 cents. What were the 6 coins he found in his other pocket?

6. Mary found 98 cents in her piggy bank. She counted 1 quarter, 8 pennies, 3 dimes,

and some nickels. How many nickels did she count?






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Name Date

Solve with a tape diagram and number sentence.

1. Gary went to the store with 4 ten dollar bills, 3 five dollar bills, and 7 one dollar

bills. He bought a sweater for $26. What bills did he leave the store with?






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Name Date

1. Kelly bought a pencil sharpener for 47 cents and a pencil for 35 cents. What was

her change from $1?

2. HaeJung bought a pretzel for 3 dimes and a nickel. She also bought a juice box.

She spent 92 cents. How much was the juice box?

3. Nolan has 1 quarter, 1 nickel, and 21 pennies. His brother gave him 2 coins. Now, he

has 86 cents. What 2 coins did his brother give him?






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4. Monique saved 2 ten dollar bills, 4 five dollar bills, and 15 one dollar bills. Harry

saved has $16 more than Monique. How much money does Harry have?

5. Ryan went shopping with 3 twenty dollar bills, 3 ten dollar bills, 1 five dollar bill, and

9 one dollar bills. He spent 59 dollars on a video game. How much money did he

have left?

6. Heather had 3 ten dollar bills and 4 five dollar bills left after buying a new pair of

sneakers for $29. How much money did she have before buying the sneakers?





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Lesson 13 Decomposition Tree NYS COMMON CORE MATHEMATICS CURRICULUM 2•7




Documents

Topic B Problem Solving with Coins and Bills - Syracuse, NY · PDF filestrategies (2.NBT.5) and skip-counting by fives and tens when there are multiple nickels or dimes. ... 12, using